中国实用口腔科杂志

中国实用口腔科杂志 ›› 2026, Vol. 19 ›› Issue (1): 88-92.DOI: 10.19538/j.kq.2026.01.014

• 口腔医学教育研究专栏 • 上一篇    下一篇

三维数字化模型在牙体预备教学中的应用效果研究

孙    旭   

  1. 首都医科大学宣武医院口腔科，北京 100053
  • 出版日期:2026-01-30 发布日期:2026-01-30
  • 基金资助:
    首都医科大学教育教学改革研究课题（2024JYY097）

  • Online:2026-01-30 Published:2026-01-30

摘要： 目的    研究三维数字化模型在牙体预备教学中的应用效果。方法    选取于2024年9月至2025年5月在首都医科大学和西南医科大学口腔医学专业五年级临床实习的本科生共40名，采用自身对照设计。所有学生在口腔修复科轮转结束前2周先接受传统教学，间隔1周后开展三维数字化模型教学，2种教学在病例复杂度、预备标准等内容上保持一致。比较传统教学后第2天（三维数字化模型教学前）和三维数字化模型教学后第2天在仿真头颅模型完成下颌第一磨牙全瓷冠牙体预备操作考核的操作体位评分（分值越低提示体位越佳）和牙体预备形态评分（分值越高提示预备效果越好）。考核结束后所有学生匿名填写三维数字化模型教学效果的调查问卷。结果    三维数字化模型教学前后的操作体位评分分别为（20.93 ± 3.56）、（20.50 ± 3.67）分，差异无统计学意义（t = 1.632，P = 0.111）。三维数字化模型教学前后的牙体预备形态评分分别为（62.80 ± 10.29）、（79.00 ± 6.86）分，差异有统计学意义（t = -26.933，P < 0.001）；预备量控制、咬合空间、就位道设计及时间控制方面差异均有统计学意义（均P < 0.05）。调查问卷结果显示，三维数字化模型教学在5个方面评分高于4分；其中“更清楚感知临床病例的独特性”及“希望该方法推广应用”评分较高。结论    三维数字化模型在牙体预备教学中存在优势，其可显著提高牙体预备形态评分，提高牙体预备效率，学生可更清楚感知临床病例的独特性，值得推广应用。

关键词: 三维数字化模型, 牙体预备, 牙体预备形态评分

Abstract: Objective    To study the application effect of three-dimensional（3D）digital models in the teaching of tooth preparation. Methods    A total of 40 fifth-year undergraduate interns majoring in stomatology，who undertook clinical practice in the Department of Prosthodontics at Capital Medical University and Southwest Medical University from September 2024 to May 2025，were enrolled in this study with a self-controlled design. All students first received traditional teaching two weeks prior to the completion of their rotation in the Department of Prosthodontics. After a one-week interval，they were provided with 3D digital model-based teaching. The two teaching approaches were consistent in core elements，including complexity of cases and preparation criteria. The operational posture score（lower scores indicating better posture）and tooth preparation morphology score（higher scores indicating superior preparation outcomes）of first mandibular molar all-ceramic crown preparation performed on simulated skull models were compared between the second day after traditional teaching（before 3D digital model teaching）and the second day after 3D digital model teaching. Following the assessment，all students anonymously completed a questionnaire to evaluate the teaching effectiveness of 3D digital models teaching. Results    The operational posture scores before and after 3D digital model teaching were（20.93 ± 3.56）and（20.50 ± 3.67）points，respectively，with no statistically significant difference（t = 1.632，P = 0.111）. In contrast，the tooth preparation morphology scores were（62.80 ± 10.29）points before 3D digital model teaching and（79.00 ± 6.86）points after，with a statistically significant difference（t = -26.933，P < 0.001）. Statistical differences were observed in the aspects such as preparation amount control，occlusal space，design of insertion path ，and time control（all P < 0.05）. Questionnaire results revealed that the teaching with 3D digital models achieved scores exceeding 4 points（on a 5-point scale）in five dimensions，with particularly high scores for "enhanced perception of the uniqueness of clinical cases" and "willingness to promote the application of this method". Conclusion    The 3D digital models demonstrate significant advantages in tooth preparation teaching. They can remarkably improve the tooth preparation morphology score and enhance the efficiency of tooth preparation，enabling students to better perceive the uniqueness of clinical cases. Therefore，3D digital models are worthy of extensive promotion and application in clinical dental education.

Key words: three-dimensional digital model, tooth preparation, tooth preparation morphology score

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